Lesson Study:
Collaborating with Our Colleagues in Other Languages
Adlai E. Stevenson High School – Lincolnshire, IL
ACTFL...
Discussion
What does professional development look like in your
school?
In your department?
Professional Development
TRADITIONAL

 Begins with answer
 Driven by expert
 Communication trainer
-> teachers
 Relati...
What is Lesson Study?
Lesson Study is a professional development process
that Japanese teachers engage in to systematicall...
Lesson Study provides an opportunity to:
● examine, build, and share our knowledge about teaching
● deepen our knowledge o...
Teachers’ Activities to Improve
Instruction

Choose curriculum,
write curriculum,
align curriculum,
write local standards
...
Lesson Study is not meant
to provide a “perfect”
lesson.
Though you do get a really nice one out of it.
Before You Start:
● Develop a shared understanding of Lesson Study
● Take a learning stance
● Share ownership and responsi...
Roles of Group Members during
Lesson Study
● Facilitator
● Recorder
● Note-taker
● Norm Monitor
● Researcher
● Convener
The Process for Setting Levels of Goals
in Lesson Study
Step 1

• The teachers select an overarching lesson study goal

St...
Examples of the Levels of
Lesson Study Goals

Step 1

Step 2

• Students will become independent problem solvers.
(Overarc...
What is Lesson Study?
1. Consider goals for student learning
2. Identify a pressing issue in student learning
3. Examine r...
Develop a Research Theme
● Ideally, what qualities will students have when they
graduate from our school?
● What are the a...
1. STUDY
CURRICULUM AND
FORMULATE
GOALS

4. REFLECT

2. PLAN

3. CONDUCT
RESEARCH
LESSON
Lesson Study Cycle:1. Study Curriculum
and Formulate Goals
Consider long-term goals for student learning and
development
S...
Lesson Study Cycle:2. Plan
Select or revise research lesson
Write instruction plan that includes:
●Long-term goals
●Antici...
Lesson Study Cycle:3. Conduct Research
Lesson
One team member conducts research lesson, others
observe and collect data.

...
Lesson Study Cycle:4. Reflect
Formal lesson colloquium in which observers:
●Share data from lesson
●Use the data to illumi...
2013 AESHS World Language Lesson
Study Group Norms
● We will invite and accept constructive feedback from
peers.
● We will...
2013 AESHS World Language Lesson Study
Group’s Research Themes
● Students will implement specific action steps to achieve
...
Research Theme:

Unit Plan:

Research
Lesson
Plan
Students will use target
language during
Students will travel.
implement...
2013 AESHS World Language Lesson
Study Group
Social Emotional Learning Goal
Discipline: French 1

●8th year French teacher...
Research Lesson Final Draft:
Teacher’s support

1. Introduction “I Want to Go to France!”
 
-All Write-Round Robin
Warm-up...
Research Lesson Final Draft:
Teacher’s support

Points of evaluation

Anticipated
Student Responses

1.5
Refresh of the
tu...
Research Lesson Final Draft:
Teacher’s support

2. Posing the
Problem
 
How are action
steps to a goal
as a map is to a
de...
Research Lesson Final Draft:
Teacher’s support

2. Posing the
Problem
 
How are action
steps to a goal
as a map is to a
de...
Research Lesson Final Draft:
Teacher’s support

2. Posing the
Problem
 
How are action
steps to a goal
as a map is to a
de...
Roles of Groups Members during
Research Lesson
● Teacher of Research Lesson
● Observer of Student Engagement
● Observer of...
Reflection on Research Lesson
CHANGES MADE TO FIRST LESSON

RESULTS IN SECOND LESSON

●From the first to the second lesson...
Reflection on Research Lesson
CHANGES MADE TO FIRST LESSON

RESULTS IN SECOND LESSON

●We more explicitly linked action
st...
Research Theme:

Unit Plan:

Research
Lesson
Plan
Students will use target
language during
Students travel.
will demonstra...
2013 AESHS World Language Lesson Study
Group’s Research Themes
● Students will demonstrate perseverance and
adaptability w...
2013 AESHS World Language Lesson
Study Group
Social Emotional Learning Goal
Discipline: Spanish 2-3 Accelerated

●1st year...
Learning Objective:
Students will demonstrate perseverance and
adaptability when faced with challenges.
●

Transfer Goal f...
Lesson Sequence
1. Pre-assessment: Students looked at a list of “good
advice” and ordered them 1-7 based on their personal...
Roles of Groups Members during
Research Lesson
● 2 teachers of research lesson
● Observers looked for the following eviden...
Reflection
1. Be sure to make a realistic amount of changes in
between the first and second lesson.
2. Be sure to focus on...
Upcoming SlideShare
Loading in …5
×

Lesson Study: Collaborating with Our Colleagues in Other Languages

624 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
624
On SlideShare
0
From Embeds
0
Number of Embeds
51
Actions
Shares
0
Downloads
14
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • 1-9 Carla
    10-19 Justin Fisk
    20-30 Justin Frieman
    31-close Kirstin
  • 2-3 min. max discussion. We’ll revisit how to integrate Lesson Study into your school’s PD at a later point.
  • Carla asks for a few example of PD. Stevenson World Language Division has a very collaborative and curriculum-focused PD in which the teachers have a say and work to increase the effectiveness of lessons
    This is not to say that we do not engage in the traditional model of professional development, but Stevenson prefers to have a balance of both
  • This is the first thing we read about Lesson Study. At that point it did not necessarily strike us as revolutionary.
    Started in Japan in mathematics. Spread to other disciplines before the United States began their journey with Lesson studies in 1997.
    3 years ago World Language dept began Lesson study (which we will be telling you about our experiences today)
  • Lesson study is used to compliment and in some case supplant certain aspects of professional development. In our school, it was used as our department teacher induction program but was also an option put out to other “veteran” teachers within the department. Although within our lesson study group there were different disciplines, we came together as one team to reflect on our goals in teaching and really develop our knowledge by working cooperatively.
  • “flipping the model” challenges teachers to critically evaluate components of individual lessons-- the “ingredients” that might make or break a lesson that will used to inform our future lesson design.
    We design by understanding individual components of a lesson
    Japanese model of instruction: Focus on individual components of what makes a successful lesson. Essentially in Japan the focus is more on each individual lesson more so than based on the big picture
  • We had mistakes in our lesson, but the process allowed us to revamp lessons and work cooperatively with other disciplines.
  • IN order to begin lesson study, “Learning stance” means that participants view lesson study as a learning opportunity
  • convener: sets up when the next meetings will be and sends out reminders
  • These should be broad in nature ; Step 1: linked to district and departmental goals (2 years ago- reading; 1 year ago- SEL; this year- questioning/students taking ownership of learning)
    Step 2: What are the content goals in the given timeframe of the lesson?
    Step 3: Link Step 1 and Step 2-- put them together!
    Step 4: based on learning gleaned through the process, what will be the goal for the lesson?
  • Overview
  • Kirstin and I both taught the lesson-- the lesson is scripted, so anyone with the content ability can teach it in any classroom
  • As mentioned earlier, we came from diverse teaching experiences.
  • We planned the assessments as anchors throughout the lesson from which we could gather evidence on our overarching lesson goal of demonstrating perseverance and adaptability to situations.
  • 2 different Spanish teachers; Justin went into another teacher’s class and taught the lesson; I taught my Sp. 2-3x class; observers looked for specific evidence throughout the lesson and recorded it
  • 1. We made a lot of changes in a few hours and didn’t have a chance to flush out all of those ideas before re-teaching the lesson (have to change script, activities, etc.)
    2. The French lesson study group was successful in aligning their research goal with their content objectives of getting around a city. However, Social Emotional Learning is a difficult target to achieve in one lesson since it’s more of a longitudinal process.
    3. Metacognition (reflect on their own preferences, adaptability and compare to peers), develop solution together (interpersonal and collaborative skills).
    4. You spend a lot of time working on this project and so everyone needs to have a mutual understanding and cooperation of what they’re working on.
  • Lesson Study: Collaborating with Our Colleagues in Other Languages

    1. 1. Lesson Study: Collaborating with Our Colleagues in Other Languages Adlai E. Stevenson High School – Lincolnshire, IL ACTFL 2013 Kirstin Erickson, Justin Fisk, Justin Frieman, Carla Wood
    2. 2. Discussion What does professional development look like in your school? In your department?
    3. 3. Professional Development TRADITIONAL  Begins with answer  Driven by expert  Communication trainer -> teachers  Relationships hierarchical  Research informs practice By Lynn Liptak, Paterson School #2, New Jersey. RESEARCH LESSONS  Begins with question  Driven by participants  Communication among teachers  Relationship reciprocal  Practice is research
    4. 4. What is Lesson Study? Lesson Study is a professional development process that Japanese teachers engage in to systematically examine their practice. The goal of lesson study is to improve the effectiveness of the experiences that the teachers provide to their students.
    5. 5. Lesson Study provides an opportunity to: ● examine, build, and share our knowledge about teaching ● deepen our knowledge of subject matter ● develop our knowledge of students and student thinking ● see our own teaching through the eyes of students and colleagues ● think carefully about our goals in teaching a particular lesson, unit, and subject area ● ask and seek answers to our own pressing questions ● carefully consider our long-term goals for students ● build professional community & team building
    6. 6. Teachers’ Activities to Improve Instruction Choose curriculum, write curriculum, align curriculum, write local standards Plan lessons individually Plan lessons collaboratively Watch and discuss each other’s classroom lessons U.S. JAPAN
    7. 7. Lesson Study is not meant to provide a “perfect” lesson. Though you do get a really nice one out of it.
    8. 8. Before You Start: ● Develop a shared understanding of Lesson Study ● Take a learning stance ● Share ownership and responsibility ● Put emphasis on students, not the teacher ● Develop group norms ● Make a time commitment and set a schedule
    9. 9. Roles of Group Members during Lesson Study ● Facilitator ● Recorder ● Note-taker ● Norm Monitor ● Researcher ● Convener
    10. 10. The Process for Setting Levels of Goals in Lesson Study Step 1 • The teachers select an overarching lesson study goal Step 2 • The teachers identify content-specific goals to focus on in the study lesson Step 3 • The teachers think about the relationship between the study lesson’s content-specific goals and the overarching lesson study goal. Step 4 • The teachers identify areas to focus on for the content-specific goals.
    11. 11. Examples of the Levels of Lesson Study Goals Step 1 Step 2 • Students will become independent problem solvers. (Overarching lesson study goal) • How to conjugate the regular forms of the preterit indicative in Spanish. (Content-specific goal) Step 3 • Students will independently discover how to conjugate the forms of the preterit indicative in Spanish. (Connect overarching goal to content goal) Step 4 • To explore how concept attainment or discovery activities can encourage acquisition of discrete grammar. (Explore areas on which to focus specific to content)
    12. 12. What is Lesson Study? 1. Consider goals for student learning 2. Identify a pressing issue in student learning 3. Examine research related to the issue 4. Plan a “research lesson” 5. Conduct the research lesson Process:
    13. 13. Develop a Research Theme ● Ideally, what qualities will students have when they graduate from our school? ● What are the actual qualities of our students now? Choose a Topic ● What topics are persistently difficult for, or disliked by, students? ● What topics do teachers find most difficult to teach? ● Are there new curricula, frameworks, or standards that teachers want to understand and master?
    14. 14. 1. STUDY CURRICULUM AND FORMULATE GOALS 4. REFLECT 2. PLAN 3. CONDUCT RESEARCH LESSON
    15. 15. Lesson Study Cycle:1. Study Curriculum and Formulate Goals Consider long-term goals for student learning and development Study curriculum and standards, identify topic of interest 1. STUDY CURRICULUM AND FORMULATE GOALS 2. PLAN 4. REFLECT 3. CONDUCT RESEARCH LESSON
    16. 16. Lesson Study Cycle:2. Plan Select or revise research lesson Write instruction plan that includes: ●Long-term goals ●Anticipated student thinking 1. STUDY CURRICULUM AND FORMULATE GOALS ●Data collection plan ●Model of learning trajectory ●Rationale for chosen approach 2. PLAN 4. REFLECT 3. CONDUCT RESEARCH LESSON
    17. 17. Lesson Study Cycle:3. Conduct Research Lesson One team member conducts research lesson, others observe and collect data. 1. STUDY CURRICULUM AND FORMULATE GOALS 2. PLAN 4. REFLECT 3. CONDUCT RESEARCH LESSON
    18. 18. Lesson Study Cycle:4. Reflect Formal lesson colloquium in which observers: ●Share data from lesson ●Use the data to illuminate student learning, disciplinary content, lesson and unit design, and broader issues in teaching-learning Documentation of cycle, to consolidate and carry forward learnings, new questions into next cycle of lesson study 1. STUDY CURRICULUM AND FORMULATE GOALS 2. PLAN 4. REFLECT 3. CONDUCT RESEARCH LESSON
    19. 19. 2013 AESHS World Language Lesson Study Group Norms ● We will invite and accept constructive feedback from peers. ● We will actively engage in structured and goal-oriented discussions while maintaining a friendly environment. ● We will be open to trying anything: no idea is a bad idea! ● In true support of our synergism, we will respectfully limit our own personal distractions. ● We will be guided by our shared and clear vision.
    20. 20. 2013 AESHS World Language Lesson Study Group’s Research Themes ● Students will implement specific action steps to achieve their goals. 2013 AESHS World Language Lesson Study Group’s Topics ● Students will use the target language during travel.
    21. 21. Research Theme: Unit Plan: Research Lesson Plan Students will use target language during Students will travel. implement specific action steps to achieve their goals.
    22. 22. 2013 AESHS World Language Lesson Study Group Social Emotional Learning Goal Discipline: French 1 ●8th year French teacher (taught levels 1 & 3) ●1st year Spanish teacher (taught level 2) ●2nd year Spanish teacher (taught levels 1 & 2) ●12th year Spanish teacher (taught AP and AP Lit.)
    23. 23. Research Lesson Final Draft: Teacher’s support 1. Introduction “I Want to Go to France!”   -All Write-Round Robin Warm-up -Table forms a list. -Compare lists and prioritize order. -Thanks to you all, I’m now in France! -Students will create their own personal or academic goal which will be revisited at the end of class. (10 min.) Points of evaluation Anticipated Student Responses Students will be able to prioritize actions step to make travel plans to France.   Students are showing that they can think of particular action steps to achieve a known goal. “Why to France?” “What type of goal?”
    24. 24. Research Lesson Final Draft: Teacher’s support Points of evaluation Anticipated Student Responses 1.5 Refresh of the turning directions.       Direct instruction of tournez, continuez, traversez, rue, avenue, boulevard, quai, and pont (<2 min.)     1.75 Agenda     Why are we doing these activities?
    25. 25. Research Lesson Final Draft: Teacher’s support 2. Posing the Problem   How are action steps to a goal as a map is to a destination? Points of evaluation Anticipated Student Responses Activity#1: seven folders, each containing a destination with specific instructions on how to get there. One partner of the pair grabs a set of instructions and reads them to their partner, who is then going to use their map to figure out what the location is. When they have reached their destination they switch roles and retrieve a new set of instructions found in that place’s folder. Repeat until time expires. (10 min) Students will converse in English after the instructions are given to reaffirm or clarify the activity. What are we supposed to be doing?   I don’t get this!     Students will arrive at the correct folder with the route What’s the traced on their piscine? maps.   Students will be checking partners map for accuracy and intervening if wrong.   We’re done.
    26. 26. Research Lesson Final Draft: Teacher’s support 2. Posing the Problem   How are action steps to a goal as a map is to a destination? Points of evaluation Activity#2: In same pairs, they will give directions to and from the same locations but from a different starting point and order. (assign different start folder for each pair). (15 min.) We will see speaker trace the map while giving directions and the listener doing the same as they interpret the instructions. Student maps should match up. Anticipated Student Responses What are we supposed to be doing?   What folder should I go to?   Her directions   Students rephrasing don’t make any sense! directions.     Hand gestures. What’s a pont?   Asking for clarification / restate
    27. 27. Research Lesson Final Draft: Teacher’s support 2. Posing the Problem   How are action steps to a goal as a map is to a destination? Points of evaluation Anticipated Student Responses Activity#3 Post Assessment: Students are given the task to write directions (5 steps) to a specific location to a friend. Students are looking at the map and writing independently. Which way is north? Students are instructed on how to tie back their original goal and create action steps to achieve it. (10 min) Do I have to write five directions? Do I have to write this in French?
    28. 28. Roles of Groups Members during Research Lesson ● Teacher of Research Lesson ● Observer of Student Engagement ● Observer of Questioning & Discussion Techniques ● Observer of Understanding & Following Directions
    29. 29. Reflection on Research Lesson CHANGES MADE TO FIRST LESSON RESULTS IN SECOND LESSON ●From the first to the second lesson we added essential question on the first slide. ●We are unsure what tangible impact this made but we agree that it framed the lesson more appropriately. In addition, it created clarity for why we were doing these particular activities. ●Added transitions in between activities that discussed. ●We made the instructions more explicit, with modeling, in activities. ●More time was spent explaining and modeling, which resulted in less work time for students, but the instructions were clearer than the first class. ●Questions students after instructions were given to re explain. ●Demonstrated that they understood the instructions and helped clarify it for others.
    30. 30. Reflection on Research Lesson CHANGES MADE TO FIRST LESSON RESULTS IN SECOND LESSON ●We more explicitly linked action steps with goals. ●Created a stronger connection with goals and activities. ●Closing activity required them to write a response to the original three questions. ●Accountability of student participation. ●Closing activity was expanded to include 2 more questions about referring to the essential question. ●Using the essential questions at the end provided the connection needed to tie together the activities and the goals.
    31. 31. Research Theme: Unit Plan: Research Lesson Plan Students will use target language during Students travel. will demonstrate perseverance and adaptability when faced with challenges.
    32. 32. 2013 AESHS World Language Lesson Study Group’s Research Themes ● Students will demonstrate perseverance and adaptability when faced with challenges. 2013 AESHS World Language Lesson Study Group’s Topics ● Students will use the target language during travel.
    33. 33. 2013 AESHS World Language Lesson Study Group Social Emotional Learning Goal Discipline: Spanish 2-3 Accelerated ●1st year Hebrew teacher (taught levels 1 - 4) ●5th year Spanish teacher (taught levels 1 & 2) ●9th year Spanish teacher (taught levels 2-3x & 4) ●11th year Spanish teacher (taught level 2 & AP)
    34. 34. Learning Objective: Students will demonstrate perseverance and adaptability when faced with challenges. ● Transfer Goal for end of the lesson: Students will be able to distinguish between good and bad advice so that in the future they will be able to make educated decisions about travel that best fit their needs. ● Plan backwards from post-assessment: Conflict situation where the students had to react and come up with possible good suggestions for the scenario in a conversation
    35. 35. Lesson Sequence 1. Pre-assessment: Students looked at a list of “good advice” and ordered them 1-7 based on their personal preferences. 2. Mid-assessment: Students create a list of top pieces of advice for travelers. 3. What are characteristics of good advice? 4. Post-assessment: Conflict situation where the students had to react and come up with possible good suggestions for the scenario in a conversation “You and a friend are in Spain traveling by train, and there’s a strike. What do you do?”
    36. 36. Roles of Groups Members during Research Lesson ● 2 teachers of research lesson ● Observers looked for the following evidence: ● the justification of personal priorities ● student questions that occur during the activity ● types of conversations in which students are engaged ● thought process and rationale ● connection that students made to the learning target
    37. 37. Reflection 1. Be sure to make a realistic amount of changes in between the first and second lesson. 2. Be sure to focus on a research theme that will be achievable in one lesson. 3. This lesson allowed for students to improve SEL (Social Emotional Learning) through content. 4. Be sure that everyone has a vested interest in the research goal.

    ×